1. Observing and Interacting with Children Chapter 1; Section 3

2. OBSERVATION See children as individuals, meeting the challenges of development The more you know them, the more you can tailor the activities Help catch disabilities earlier- they do better longer turn

3. Subjective It relies on personal opinions and feelings, rather than facts to judge events

4. Objective Record is factual, and leaves aside personal feelings and prejudices Only what is said or heard

5. Running Record Writing everything down that happens in a set of time Good for observing one part of development

6. Anecdotal Record Is similar to a running record except its not for a specified allotment of time

7. Frequency Count Is a tally of how often something occurs

8. Baseline A count made before any steps are taken to try to change the behavior Example: Hitting Baseline is 20 times in one day After intervention: 12 times in one day

9. Development Checklist A list of skills children should master, or behaviors they should exhibit at a certain age

10. Formal Observation Setting up an observation with a specific place with a specific child or specific children

11. Informal Observation Observing in a public place using estimate ages Don’t be noticed; it may affect your observation

12. TIPS FOR OBSERVATION Take notes during an observation Know your purpose Identify the when, where, who, and what Be descriptive Make comparisons Uncover the data Review and clarify *Interactions can occur if you’re looking for something specific

13. Interpretations The analysis an observer forms and expresses about what was observed

14. Confidentiality Protection of another person’s privacy by limiting access to personal information

15. The Developing Person Through the Life Span Berger, Worth p. 33-53

16. Major Theories 1.Psychoanalytic- Nature, battling unconscious impulses 2.Learning- Nurture, conditioning through stimulus and response…reinforcement from environment 3.Cognitive- Nature, actively seeking experiences influence on thinking, remembering, and analyzing 4.Sociocultural- Nurture, learning the tools, skills, and values of society through apprenticeships

17. Piaget’s Stages of Cognitive Development Birth to 2 years Sensorimotor *using senses; *immediate actions of environment; *trial and error 2-6 yearsPreoperational *symbolic thinking; *subjective and intuitive; *past and future events 7-11 yearsConcrete operational *applies logical principles *systematic*No abstract ideas *objective 12 years +Formal operational *abstractions & hypothetical concepts *can think about thinking *speculate about possibilities and reality

18. Freud’s Psychosexual Stages Birth to 1 1-3 years 3-6 years 7-11 years Adolescence Adulthood Oral Stage (mouth) Anal Stage (body, toilet) Phallic Stage (genitals) Latency (an interlude; quieted sexual needs) Genital Stage (pleasure and relationships) Genital Stage (also) “to love and to work well”

19. Erik Erikson’s Psychosocial Stages Birth to 1 1-3 years 3-6 years 7-11 years Adolescence Adulthood Trust vs. Mistrust (am I going to be taken care of?) Autonomy vs. Shame and Doubt (self- sufficient or doubt own abilities) Initiative vs. Guilt (overstep boundaries; imitation) Industry vs. Inferiority (learn to be competent or unable to do anything) Identity vs. Role Confusion (who am I?) Intimacy vs. Isolation (build relationships or not) Generativity vs. Stagnation (meaningful work) Integrity vs. Despair (make sense of their lives)

20. Research

21. Ways to Make Research More Valid Sample Size  Needs to be large enough that extreme cases will not distort the picture of the group as a whole Representative Sample  A group of subjects who are typical of the general population Blind Experimenters  Unaware of the purpose of the research as to not distort the evidence

22. Ways to Make Research More Valid Operational Definitions  Define each variable in specific terms  Observable behavior can be measured with precision Determining Statistical Significance  A numerical indication of exactly how likely it is that the particular difference occurred by chance (sample size, average difference between groups, levels of significance)

23. Ways to Make Research More Valid Experimental and Control Groups  Must study two groups  Experimental- receives some special experimental treatment  Control Group- does not receive the experimental treatment

24. The Developing Person Through the Life Span Berger, Worth p. 33-53

25. Major Theories 1.Psychoanalytic- Nature 2.Learning- Nurture 3.Cognitive- Nature 4.Sociocultural- Nurture

26. Piaget’s Stages of Cognitive Development Birth to 2 years Sensorimotor 2-6 yearsPreoperational 7-11 yearsConcrete operational 12 years +Formal operational

27. Freud’s Psychosexual Stages Birth to 1 1-3 years 3-6 years 7-11 years Adolescence Adulthood Oral Stage Anal Stage Phallic Stage Latency Genital Stage

28. Erik Erikson’s Psychosocial Stages Birth to 1 1-3 years 3-6 years 7-11 years Adolescence Adulthood Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Integrity vs. Despair